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- Title
¿Cómo perciben los profesores de educación superior el aprendizaje autorregulado?
- Authors
ZANDER LONDOÑO, SEBASTIÁN; RONCANCIO MORENO, MÓNICA
- Abstract
Beliefs about self-regulated learning in higher education are key to identify the practices of teachers regarding the learning process of their students, considering their personal background and those elements of the system that influence the educational task. Evidence suggests that teachers' beliefs about learning have a major influence on how they approach their instructional processes in higher education, where it is critical to recognize that there must be a perspective involving self-regulated learning as a cross-curricular model of educational practice, comprising determining factors for the configuration of learning strategies that respond to the demands of the educational system. For this purpose, a semi-structured interview was designed to collect the main categories of the conceptualization and a qualitative analysis of the categorical relationships according to this perception was carried out. Self-regulated learning was found to be perceived as an educational ideal, as compared to autonomous learning, driven by the influence of emotional factors in the construction of the elements of self-regulated learning.
- Subjects
LEARNING; SEMI-structured interviews; HIGHER education; TEACHER training; TEACHERS; READING comprehension; LEARNING strategies
- Publication
Psicoespacios, 2022, Vol 16, Issue 28, p1
- ISSN
2145-2776
- Publication type
Article
- DOI
10.25057/21452776.1452